Module 3B: Unit 3: Overview

Grade 3: Module 3B: Unit 3: Overview

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GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact

Unit 3: Writing Narratives: Using Factual Details to Write a Narrative about a Problem Faced by Real Wolves

In this unit, students write and illustrate a narrative about a problem faced by real through a series of focused writing lessons, students plan a narrative with a wolves, based on problems they identified in Unit 2 in the informational text Face to sequence of events, dialogue between characters, and a sense of closure. In the mid- Face with Wolves. Students choose a real problem to write their story about and unit assessment students revise their plans based on teacher feedback; they submit create a character profile for their main character using the facts and details a completed draft of their narratives for the end of unit assessment. For the collected in Unit 2 about the appearance, behaviors, and traits of real wolves. performance task, students revise their narratives based on teacher feedback and Students then revisit Lon Po Po with a writer’s eye to examine the structure of the their learning about adjectives, adverbs, and different types of sentences, as well as story; they also analyze the illustrations to identify criteria of strong story draw illustrations for their narratives. illustrations in preparation for writing and illustrating their own narratives. Then,

Guiding Questions and Big Ideas

• Authors use what they know to develop fictional characters. • Authors develop characters using vivid descriptions to help the reader imagine characters and bring them to life. • Who is the wolf in fiction? • Who is the wolf in fact? • How do authors create fictional characters?

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact

Mid-Unit 3 Assessment Revising Wolf Narrative Plans This assessment centers on NYSP12 ELA CCLS W.3.3 and W.3.5. Students revise their plans for narratives about a problem faced by real wolves using teacher feedback and highlight the revisions they make.

End of Unit 3 Assessment Draft the Wolf Narrative This assessment centers on NYSP12 ELA CCLS W.3.3. Students use their plans to draft a narrative about a problem faced by real wolves. The narrative is to include dialogue and descriptions to show the thoughts, actions and feelings of the characters.

Final Performance Task Final Wolf Narrative In this performance task, students have an opportunity to apply what they have learned about real wolves and narrative structure to write and illustrate a story about a problem faced by real wolves. Using facts and details gathered from Face to Face with Wolves in Unit 2, students choose a problem faced by real wolves to write a story about and then create a character profile of their main wolf character. Students incorporate what they have learned about real wolves from the informational text to ensure their story sounds like it is about real wolves. Students then illustrate their narratives. This task addresses NYSP12 ELA CCLS W.3.3, W.3.4, W.3.5, and L.3.1g, h, and i.

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact

Content Connections

This module is designed to address English Language Arts standards as students read literature and informational text about wolves. However, the module intentionally incorporates Social Studies Practices and Themes to support potential interdisciplinary connections to this compelling content. These intentional connections are described below.

Big ideas and guiding questions are informed by the New York State Common Core K–8 Social Studies Framework: http://engageny.org/sites/default/files/resource/attachments/ss-framework-k-8.pdf.

Unifying Themes

Time, Continuity, and Change

3.8 Each community or culture has a unique history, including heroic figures, traditions, and holidays. • 3.8a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next. – Students will examine legends, folktales, oral histories, biographies, and historical narratives to learn about the important individuals and events of each selected world community. • 3.8b Arts, music, dance, and literature develop through a community’s history. – Students will explore the arts, music, dance, and literature for each selected world community.

Big ideas and guiding questions are informed by the New York State Common Core K–4 Science Core Curriculum: http://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdf

The Living Environment 3.1 Describe how the structures of plants and animals complement the environment of the plant or animal. • 3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction. – Wings, legs, or fins enable some animals to seek shelter and escape predators.

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact

Content Connections (continued)

– The mouth, including teeth, jaws, and tongue, enables some animals to eat and drink. – The eyes, noses, ears, tongues, and/or skin of some animals enable them to sense their surroundings. – The claws, shells, spines, feathers, fur, scales, and color(s) of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food. – Some animals have parts that are used to produce sounds and smells to help the animal meet its needs. – The characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change). • 3.1c To survive in their environment, plants and animals must be adapted to that environment. – Animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, or migration.

3.2 Observe that differences within a species may give individuals an advantage in survival and reproduction. • 3.2a Individuals within a species may compete with each other for food, mates, space, water, and shelter in their environment. • 3.2b All individuals have variations, and because of these variations, individuals of a species may have an advantage in survival and reproduction.

Texts

1. Ed Young, Lon Po Po: A Red-Riding Hood Story from China (New York: Penguin Putnam Books for Young Readers, 1996), ISBN: 978-0-698-11382-4.

2. Jim and Judy Brandenburg, Face to Face with Wolves (Washington, D.C.: National Geographic Publications, 2010), ISBN978-1-4263-0698-3.

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Unit-at-a-Glance

This unit is approximately 2.5 weeks or 13 sessions of instruction.

Ongoing Anchor Charts & Lesson Lesson Title Long-Term Targets Supporting Targets Assessment Protocols

Lesson 1 Launching the Performance • I can craft narrative texts about real or • I can use a model to generate the criteria of • Criteria of a Strong • Criteria of a Strong Task imagined experiences or events. a strong narrative. Narrative note-catcher Narrative anchor chart (W.3.3) • Criteria of a Strong • Who is the Wolf in Fact? • I can establish a situation. (W.3.3a) Narrative anchor chart anchor chart • I can introduce the narrator and/or characters of my narrative. (W.3.3a) • I can organize events in an order that makes sense in my narrative. (W.3.3a) • I can use dialogue to show the actions, thoughts and feelings of my characters. (W.3.3a) • I can use descriptive words to show the actions, thoughts and feelings of my characters. (W.3.3b) • I can use transitional words and expressions to show passage of time in a narrative text. (W.3.3c) • I can write a conclusion to my narrative. (W.3.3d)

Lesson 2 Choosing a Problem and • I can craft narrative texts about real or • I can choose a problem that real wolves face • Wolf Character Profile • Criteria of a Strong Creating a Wolf Character: imagined experiences or events. to write about in my Wolf Narrative. graphic organizer: Part 1 Narrative anchor chart Part 1 (W.3.3) • Who is the Wolf in Fact? • I can introduce the narrator and/or anchor chart characters of my narrative. (W.3.3a)

Lesson 3 Creating a Wolf Character: • I can craft narrative texts about real or • I can plan the character traits, special • Wolf Character Profile • Who is the Wolf in Fact? Part 2 imagined experiences or events. abilities, strengths, and weaknesses of the graphic organizer: Part 2 anchor chart (W.3.3) main wolf character in my Wolf Narrative. • I can introduce the narrator and/or characters of my narrative. (W.3.3a)

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Unit-at-a-Glance

Ongoing Anchor Charts & Lesson Lesson Title Long-Term Targets Supporting Targets Assessment Protocols

Lesson 4 Analyzing the Structure and • I can describe how parts of a story build • I can deconstruct the structure of a • Narrative Elements graphic • Narrative Elements anchor Organization of a Narrative on one another. (RL.3.5) narrative and explain how it is organized. organizer chart • I can retell a story using key details • Criteria of a Strong from the text. (RL.3.2) Narrative anchor chart • I can identify the main message or lesson of a story using key details from the text. (RL.3.2) • I can craft narrative texts about real or imagined experiences or events. (W.3.3) • I can organize events in an order that makes sense in my narrative. (W.3.3a)

Lesson 5 Planning the Wolf Narrative • I can craft narrative texts about real or • I can use the Narrative Elements graphic • Narrative Elements graphic • Narrative Elements anchor imagined experiences or events. organizer to plan my Wolf Narrative. organizer chart (W.3.3) • I can establish a situation. (W.3.3a) • I can introduce the narrator and/or characters of my narrative. (W.3.3a) • I can organize events in an order that makes sense in my narrative. (W.3.3a) • I can write a conclusion to my narrative. (W.3.3d)

Lesson 6 Introducing Dialogue • I can craft narrative texts about real or • I can use just enough dialogue to explain • Wolf Narrative excerpt for • Criteria of a Strong imagined experiences or events. events in a narrative more clearly. dialogue Narrative anchor chart (W.3.3) • I can use dialogue to show the actions, thoughts, and feelings of my characters. (W.3.3a)

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Unit-at-a-Glance

Ongoing Anchor Charts & Lesson Lesson Title Long-Term Targets Supporting Targets Assessment Protocols

Lesson 7 Analyzing Illustrations • I can explain how an illustration • I can draw pictures to illustrate more • Illustration Planning • Criteria of a Strong contributes to the narrative (e.g., mood, clearly a mood, tone, character, or setting in graphic organizer Narrative anchor chart tone, character, setting). (RL.3.7) my Wolf Narrative.

Lesson 8 Mid-Unit Assessment: • With support from peers and adults, I • I can use teacher feedback to revise my • Mid-Unit 3 Assessment: • Concentric Circles Protocol Revising Wolf Narrative can use the writing process to plan, Wolf Narrative plan. Revising Wolf Narrative Plans revise, and edit my writing. (W.3.5) Plans

Lesson 9 Oral Storytelling • I can craft narrative texts about real or • I can share my story orally. imagined experiences or events. (W.3.3) • I can establish a situation. (W.3.3a) • I can introduce the narrator and/or characters of my narrative. (W.3.3a) • I can organize events in an order that makes sense in my narrative. (W.3.3a) • I can use dialogue to show the actions, thoughts and feelings of my characters. (W.3.3a) • I can use descriptive words to show the actions, thoughts and feelings of my characters. (W.3.3b) • I can use transitional words and expressions to show passage of time in a narrative text. (W.3.3c) • I can write a conclusion to my narrative. (W.3.3d)

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Unit-at-a-Glance

Ongoing Anchor Charts & Lesson Lesson Title Long-Term Targets Supporting Targets Assessment Protocols

Lesson 10 End of Unit Assessment: • I can craft narrative texts about real or • I can use temporal words and phrases to • End of Unit 3 Assessment: • Criteria of a Strong Drafting the Wolf Narrative imagined experiences or events. show the sequence of events in my Wolf Wolf Narrative draft Narrative anchor chart (W.3.3) Narrative. • I can establish a situation. (W.3.3a) • I can draft a narrative about a problem • I can introduce the narrator and/or encountered by wolves using details and characters of my narrative. (W.3.3a) descriptions about real wolves from Face to Face with Wolves. • I can organize events in an order that makes sense in my narrative. (W.3.3a) • I can use dialogue to show the actions, thoughts, and feelings of my characters. (W.3.3a) • I can use descriptive words to show the actions, thoughts, and feelings of my characters. (W.3.3b) • I can use transitional words and expressions to show passage of time in a narrative text. (W.3.3c) • I can write a conclusion to my narrative. (W.3.3d)

Lesson 11 Revising Wolf Narrative • I can demonstrate command of the • I can use coordinating and subordinating • Revised Wolf Narrative • Criteria of a Strong Drafts conventions of standard English conjunctions in my Wolf Narrative. draft Narrative anchor chart grammar and usage when writing or • I can write simple, complex, and compound speaking. (L.3.1) sentences in my Wolf Narrative. • I can use coordinating and subordinating conjunctions. (L.3.1h) • I can produce simple, compound, and complex sentences. (L.3.1i)

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Unit-at-a-Glance

Ongoing Anchor Charts & Lesson Lesson Title Long-Term Targets Supporting Targets Assessment Protocols

Lesson 12 Drawing Illustrations • I can demonstrate command of the • I can use adjectives to describe nouns in my • Three illustrations for Wolf • Criteria of a Strong conventions of standard English Wolf Narrative. Narrative Narrative anchor chart grammar and usage when writing or • I can use adverbs to describe actions in my speaking. (L.3.1) Wolf Narrative. • I can form and use comparative and • I can illustrate my Wolf Narrative and superlative adjectives and adverbs, and explain how the illustrations contribute to choose between them depending on my narrative. what is to be modified. (L.3.1g) • I can explain how an illustration contributes to the story (e.g., mood, tone, character, setting). (RL.3.7)

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Unit-at-a-Glance

Ongoing Anchor Charts & Lesson Lesson Title Long-Term Targets Supporting Targets Assessment Protocols

Lesson 13 Performance Task: Final • I can craft narrative texts about real or • I can write my final Wolf Narrative. • Performance Task: Final • Criteria of a Strong Wolf Narrative imagined experiences or events. Wolf Narrative Narrative anchor chart (W.3.3) • I can establish a situation. (W.3.3a) • I can introduce the narrator and/or characters of my narrative. (W.3.3a) • I can organize events in an order that makes sense in my narrative. (W.3.3a) • I can use dialogue to show the actions, thoughts, and feelings of my characters. (W.3.3a) • I can use descriptive words to show the actions, thoughts, and feelings of my characters. (W.3.3b) • I can use transitional words and expressions to show passage of time in a narrative text. (W.3.3c) • I can write a conclusion to my narrative. (W.3.3d) • With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4) • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)

GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact

Optional: Experts, Fieldwork, and Service

Experts: • Invite a wildlife biologist to the classroom to discuss wolves. • Invite a narrative author to the classroom to discuss writing narratives. • Invite an illustrator to the classroom to discuss illustrating narratives. Fieldwork: • Visit a wolf sanctuary or local zoo. Service: • Conduct a fundraiser for the International Wolf Center (www.wolf.org).

Optional: Extensions

• Host an “Anthology of Stories about Wolves” author’s evening in which students read aloud from their stories and share with parents, teachers, and community members how they used their knowledge about wolves to create their wolf characters.

Grade 3: Module 3B: Unit 3: Recommended Texts

GRADE 3: MODULE 3B: UNIT 3: RECOMMENDED TEXTS

The list below includes texts with a range of Lexile® text measures about wolves Where possible, texts in languages other than English are also provided. Texts are from a variety of perspectives. This provides appropriate independent reading for categorized into three Lexile measures that correspond to Common Core Bands: each student to help build content knowledge about the topic. Note that districts below grade band, within band, and above band. Note, however, that Lexile® and schools should consider their own community standards when reviewing this measures are just one indicator of text complexity, and teachers must use their list. Some texts in particular units or modules address emotionally difficult content. professional judgment and consider qualitative factors as well. For more information, see